The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place.
Three or more of these are missing from the scenario.
Complete the additional questions on the actual A.3.3 Rubric before you submit it.
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CATEGORY
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8
4
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Understanding by Design:
Standards And Objectives
The collaborative planning form includes:
Content-area standards – including a reading comprehension standard.
Content-area objectives.
AASL standard(s) and strand(s) (S4L).
S4L objectives (indicators).
See below.
One of these is missing from the planning form.
Two of these are missing from the planning form.
Three or more of these are missing from the planning form.
Assessment Tool(s)
The collaborative planning form includes:
At least one graphic organizer.
Self-assessment rubric for students.
Assessment rubric for educators. (This can be the same but MUST be noted as such.)
Responsibilities for assessment.
One of these is missing from the planning form.
Two of these are missing from the planning form.
All three of these are missing from the planning form.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points:AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies)
Note: Answer each of these questions here on the rubric. Assessing and Turning in Your Work:
Use the rubric to self-assess your work.
One partner will submit the rubric with the top portions completed for both Part 1 and Part 2.
The other partner will submit the URL to the scenario and the completed collaborative planning FORM (which includes your scenario) on your wiki.
Instructional Level: 8th Grade Pre-AP/GT (Advanced)
Link to Lesson Plan Deconstruction Page
Scenario/Collaboration Planning Form page
* Person who first approached the other partner.
* Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
* Where (location within the school) the first collaborative conversation took place.
and Standards
* Grade level.
* Content area(s).
* Initial goal(s).
* Initial objective(s).
Complete the additional questions on the actual A.3.3 Rubric before you submit it.
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And Objectives
See below.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
Note: Answer each of these questions here on the rubric.
Assessing and Turning in Your Work:
Lesson Plan Template Page (A.4.2 - Collaborative Lesson Plan) - (Page #3)
General Brainstorming Page
Resources Page
Graphic Organizer Page
Rubric Page